Learning Opportunities Centre Secondary

Inspection of Learning Opportunities Centre Secondary Ringwould Road, Ringwould, Deal, Kent CT14 8DW

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Inspection dates: 23 to 25 September 2025

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Good

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

The school’s calm, welcoming and well-ordered atmosphere ensures that pupils feel safe. Pupils who are new to the school soon settle into its rhythms and routines. Staff have a deep understanding of pupils’ individual needs. They provide sensitive, timely and effective support. Strong, respectful relationships between all members of the school community ensure that pupils feel secure. As a result, they grow in confidence and re-engage with learning, often after experiencing a turbulent time in formal education before joining the school.

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What is it like to attend this school?

The gains pupils make in their personal and academic progress ensure that they are well prepared for the next stage of their education. They learn a great deal about themselves, including how to recognise and talk about their feelings. They recognise the considerable difference Learning Opportunities has made to their lives.

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What is it like to attend this school?

The school is ambitious for all pupils. Pupils are expected to work hard and to behave well and, for the most part, they do. They achieve nationally accredited qualifications by the end of Year 11, including GCSEs in subjects, such as English, science and mathematics. Pupils move on to a range of destinations, including further education colleges.

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better?

The school makes a significant difference to pupils’ social and emotional well-being. Building and maintaining strong relationships is key to its success. The school is highly successful in developing individual pupils’ confidence and willingness to engage in learning.

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better?

The school is rightly proud of its success in re-engaging pupils with books. Pupils who are reluctant to read when they join the school gradually rediscover an interest in books. The school has thought carefully about the best way to support weaker readers. Those who need additional help benefit from regular, well-planned reading interventions. However, some pupils’ reading does not develop as quickly as it could. This is because the teaching of reading is not consistent enough.

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better?

Pupils learn an appropriately broad and balanced range of subjects. Curriculums which identify the detail of what will be taught are in place for all subjects. Teachers make suitable adaptations to the curriculum to meet individual pupils’ needs. The school has extended the range of qualification programmes available this year with plans to introduce further subject options in the future. A new approach to checking what pupils know is currently being introduced. This means that teachers can check pupils’ learning accurately, identify any gaps in pupils’ knowledge and provide extra support where needed. The school uses a range of information with care to identify pupils’ needs when they join the school. All pupils have education and health care (EHC) plans. The school meets their needs well throughout their time in the school. 23 to 25 September 2025 Pupils want to be in school and most attend well. The school provides effective

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better?

support for those who find it harder to attend regularly. Strong communication with parents and carers is a key part of the school’s success in supporting pupils’ personal development. Parents are very positive about the school.

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better?

The school uses an extensive range of carefully selected activities to enrich learning and broaden pupils’ experiences. The outdoor education programme is used particularly well to support pupils’ personal development. For instance, it provides opportunities for pupils to learn and practise skills, solve problems together and enjoy the natural world in a safe and supportive environment.

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better?

Pupils make a valued contribution to the school community through activities, such as being part of the school council and Remembrance Day commemorations. They have regular opportunities to contribute their ideas and to debate topical issues. The school complies with schedule 10 of the Equality Act 2010.

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better?

A well-established careers programme helps pupils to think about the next stage of their education. The programme includes independent careers advice and opportunities to attend activities, such as careers fairs. The school provides high- quality support for pupils who are preparing for the move to a new school or college.

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better?

Pupils generally behave well. Some find it hard to manage their emotions and can become agitated when anxious or frustrated. Staff provide sensitive reassurance and skilful support when this is the case. This means that any disruption to learning is kept to a minimum and pupils can quickly get back to work. The school is highly effective in helping pupils to understand some of the steps they can take to manage their own behaviour. Staff training ensures a consistent approach to behaviour management. Staff are trained in the use of positive handling but this is very rarely used and only when absolutely necessary to keep everyone safe.

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better?

The proprietor has a wealth of experience in education for pupils with special educational needs and/or disabilities (SEND). The proprietor has ensured that effective systems are in place to enable her to monitor the school’s work and hold leaders to account. Pupils’ individual needs continue to be central to all that the school does. The school site is well maintained, clean and orderly. The independent school standards are met.

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better?

Staff are committed to providing the best education for their pupils. They appreciate the steps taken by the school to support them. Staff speak positively about the difference improvements in curriculum design have made to their workload.

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Safeguarding

The arrangements for safeguarding are effective. 23 to 25 September 2025

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(Information for the school and proprietor)

 There are variations in the teaching of reading. This means that pupils do not learn key reading skills as consistently as they could. The school should strengthen the teaching of reading so that pupils benefit from a consistent and effective approach across the school.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 23 to 25 September 2025

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School details

Unique reference number 119013 DfE registration number 886/6063

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School details

Inspection number 10374994 Type of school Other Independent Special School

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School details

Headteacher Kevin Dunk and Sarah Appleby (heads of school) Annual fees (day pupils) £57,968 to £70,630

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School details

Email address kevind@learningopps.org saraha@learningopps.org Date of previous inspection 18 to 20 October 2022 23 to 25 September 2025

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Information about this school

 Learning Opportunities Centre Secondary is an independent special school. It is registered for pupils from the age of 10 to 19 years but predominantly serves pupils aged 11 to 16.  The school provides for pupils with a wide range of additional needs, including social, emotional and mental health needs, autism spectrum disorder and moderate learning difficulties. All pupils have an EHC plan.  All pupils have had negative past experiences of education. Many have been excluded or have experienced significant disruption to their education.  The school uses one unregistered alternative provider.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held discussions with the two heads of school, the proprietor and other members of staff at different times during the inspection.  The views of pupils, parents and staff were gathered through discussions. Inspectors spoke with pupils in lessons and at other times of the school day. In addition, they considered the responses to the online survey, Ofsted Parent View, including the free-text comments.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Information about this inspection

 Inspectors carried out deep dives in these subjects: early reading, mathematics and science. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum documentation, visited a sample of lessons, spoke to teachers and looked at samples of pupils’ work.  Compliance with the independent school standards was checked throughout the inspection, including a tour of the site, discussions with leaders and a review of relevant documentation. 23 to 25 September 2025

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Inspection team

Julie Sackett, lead inspector His Majesty’s Inspector

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Inspection team

Paul Grundy His Majesty’s Inspector 23 to 25 September 2025 to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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